Learning Activity Sheets (LAS) No.

5 Quarter 4, Week 5

Name of Learner: ___________________ Grade and Section: _____________Date: ___________

STATISTICS AND PROBABILITY ACTIVITY SHEET

SOLVING PROBLEMS INVOLVING TEST OF HYPOTHESIS

ON THE POPULATION MEAN
I. Learning Competency with Code
The learner…
 solves problems involving test of hypothesis on the population mean. M11/12SP-IVe-1
 formulates the appropriate null and alternative hypotheses on a population proportion.
M11/12SP-IVe-2
 identifies the appropriate form of the test-statistic when the Central Limit Theorem is to be
used. M11/12SP-IVe-3

II. Background Information for Learners

SOLVING PROBLEMS INVOLVING TEST OF HYPOTHESIS

ON THE POPULATION MEAN
In testing hypothesis on the population means, follow the steps below:
1. State the null hypothesis 𝐻𝑜 and the alternative hypothesis 𝐻𝑎.
2. Determine the test statistic that will be used to conduct the hypothesis testing. Then, calculate its
value.
3. Find the critical value for the test and draw the critical region.
4. Decide and draw a conclusion based on the comparison of the calculated value of the test statistic
and the critical value of the test.

In general, if the absolute value of the computed value is greater than the absolute value of the
critical value, we reject the null hypothesis and support the alternative hypothesis. But if the absolute
value of the computed value is less than the absolute value of the critical value, we fail to reject the
null hypothesis and the alternative hypothesis is not supported.
In a right-tailed test, if the computed value is greater than the critical value, we reject the
null hypothesis and support the alternative hypothesis. But if the computed value is less than
the critical value, we fail to reject the null hypothesis and the alternative hypothesis is not
supported.
In a left-tailed test, if the computed value is less than the critical value, we reject the null
hypothesis and support the alternative hypothesis. But if the computed value is greater than the
critical value, we fail to reject the null hypothesis and the alternative hypothesis is not
supported.

Example 1: According to a study conducted by the Grade 12 students, ₱155 is the average monthly
expense for cell phone loads of high school students in their province. A Statistics student claims that
this amount has increased since January of this year. Do you think his claim is acceptable if a random
sample of 50 students has an average monthly expense of ₱165 for cell phone loads? Using 5% level
of significance, assume that a population standard deviation is ₱52.

Solution: Given: 𝑥̅= 165 𝜇 = 155 𝜎 = 52 𝑛 = 50 𝛼 = 0.05

Step 1: State the null and alternative hypotheses.
𝐻𝑜: 𝜇 = 155 𝐻𝑎: 𝜇 > 155
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard deviation 𝜎 is known, and 𝑛 > 30,
the appropriate test statistic is the z-test.
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Step 3: Find the critical value and draw the critical region. Use the z-critical value table.
The alternative hypothesis is directional. Hence, the one-tailed test (right-tailed test) shall be
used. From the z-value table at 0.05 level of significance, the critical value is 1.645.

Step 4: Draw a conclusion.

The z-computed value is 1.361 and it lies within the non-rejection region, so we fail to reject the null
hypothesis. Therefore, there is no enough evidence to support the claim that the average monthly
expense for cell phone loads is more than ₱155. This result is significant at 𝛼 = 0.05 level.

Example 2: Blood glucose levels for obese teenagers have a mean of 120. A researcher thinks that a
diet high in raw cornstarch will have a positive or negative effect on blood glucose levels. A sample of
25 patients who have tried the raw cornstarch diet has a mean glucose level of 135 with a standard
deviation of 38. Test the hypothesis at 𝛼 = 0.10 that the raw cornstarch had an effect.

Solution:
Given: 𝑥̅= 135 𝜇 = 120 𝑠 = 38 𝑛 = 25 𝛼 = 0.10 𝑑𝑓 = 24

Step 1: State the null and alternative hypotheses.

𝐻𝑜: 𝜇 = 120 𝐻𝑎: 𝜇 ≠ 120

Step 2: Determine the test statistic, then compute its value.

Since it is the population mean being tested, the population standard
deviation is unknown, and 𝑛 < 30, the appropriate test statistic is the t-test.

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Step 3: Find the critical value and draw the critical region.
The alternative hypothesis is non-directional. Hence, the two-tailed test shall be used. From
the t-value table at 0.10 level of significance, the critical value is ±1.711.

Step 4: Draw a conclusion.

Since the t-computed value is 1.974 which is greater than the critical value of 1.711, we reject the null
hypothesis and support the alternative hypothesis. We can conclude that there is enough evidence to
support the claim that the raw cornstarch had an effect on blood glucose levels.

Example 3: The average IQ of Senior High School students is 99 with a standard deviation of 15. A
researcher believes that the average IQ of Senior High School students is lower. A random sample of
40 students was tested and got an average of 95. Is there enough evidence to suggest that the
average IQ is lower? Test the hypothesis at 0.05 level of significance.
Solution:
Given: 𝑥̅= 95 𝜇 = 99 𝜎 = 15 𝑛 = 40 𝛼 = 0.05

Step 1: State the null and alternative hypotheses.

𝐻𝑜: 𝜇 = 99 𝐻𝑎: 𝜇 < 99
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard deviation 𝜎 is known, and 𝑛 > 30,
the appropriate test statistic is the z-test.

Step 3: Find the critical value and draw the critical region.
Use the z-critical value table. The alternative hypothesis is directional. Hence, the one-tailed
test (left-tailed test) shall be used. From the z-value table at 0.05 level of significance, the critical
value is -1.645.

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Step 4: Draw a conclusion.
The z-computed value is -1.688 and it lies within the rejection region, so we reject the null hypothesis.
Therefore, there is enough evidence to support the claim that the IQ level of Senior High School
students is lower than 99. This result is significant at 𝛼 = 0.05 level.

FORMULATING APPROPRIATE NULL AND ALTERNATIVE HYPOTHESES

ON A POPULATION PROPORTION

Once you already know that you are dealing with a population proportion, you can conduct the
hypothesis test. You can start with the first step of a hypothesis test which is to determine the
hypotheses. In order to formulate null and alternative hypotheses concerning population proportions,
you can write them in sentence form or you can use different symbols. Here, you will use the symbol
p for the population proportion.
Remember that the hypotheses are claims about the population proportion, p. The null
hypothesis states that the proportion is equal to a specific value or the hypothesized proportion, po.
On the other hand, the alternative hypothesis is the competing claim that the population proportion
is less than, greater than, or not equal to po.
As a reminder, the null hypothesis is always a statement of equality. The alternative hypothesis
is always a statement of inequality, using the symbols <, >, or ≠. Moreover, the hypotheses are stated
in such a way that they are mutually exclusive. That is, if one is true, the other must be false;
and vice versa.
If you are going to write the null hypothesis in sentence form, you will usually use “is” or “is
equal to”. In symbols, you are going to use:
Ho : p = po
Meanwhile, to formulate alternative hypothesis in sentence form or in symbols, you will just
remember the following:
When testing for population proportions, there are three (3) possible alternative hypotheses. They
are based on the wording of the question instructing you what to hypothesize. (See illustrative
examples below.)

In the given symbols as shown above, letters a and b are used in a one-tailed test or one-sided
tests (directional) while letter c is used for a twotailed test (non-directional).
As you might recall, the differences between one-tailed test(directional) and two-tailed test
(non-directional) were already explained to you in the previous modules. And for the purpose of this
lesson, the table below shows the differences between one-tailed test and two-tailed test.

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 The next table below shows the null and alternative hypotheses stated together with the types
of hypothesis tests.

Example 1. It has been claimed that 40% of students in a particular senior high school dislike
Mathematics. When a survey was conducted by a researcher, it showed that 145 of 800 students
dislike Mathematics. Test if the claim was different at α = 0.05 level.
Null Hypothesis (Ho):
In this example, the hypothesized proportion is 40% or 0.40. Hence, the null hypothesis will be,
The proportion of students who dislike Mathematics is 40%.
In symbols, you can write,
Ho: p = 0.40

Alternative Hypothesis (Ha):

Our cue word here is “different” which means “not the same” or “not equal”. Therefore the
alternative hypothesis is,
The proportion of students who dislike Mathematics is not equal to 40%.
In symbols, you can write,
Ha: p ≠ 0.40
Since the word “different” is used in the given problem, the symbol to be used in
alternative hypothesis is “ ≠ ”.
Note: This is a two-tailed test or non-directional.

Example 2. A certain senior high school plans to open STEM (Science and Technology, Engineering,
and Mathematics) as an academic track only if 60% of the students in their junior high school will
enrol on the following academic year. A survey conducted among a random sample of students
revealed that 450 out of 1000 students will enrol. Is the expected enrolment significantly lower than
the desired enrolment? Test at α = 0.05 level.
Null Hypothesis (Ho):
The hypothesized proportion here is 60%, therefore the null hypothesis will be,
The proportion of students who will enroll on STEM track is 60%.
In symbols, it can be written as,
Ho: p = 0.60

Alternative Hypothesis (Ha):

Your hint in formulating the alternative hypothesis in this example is the phrase “lower than”
which means “less than”. So, your alternative
hypothesis will be,
The proportion of students who will enroll on STEM track is lower than 60%.
which can be written as,
Ha: p < 0.60
Since the word “lower” is used in the given problem, the symbol to be used in
alternative hypothesis is “<”.
Note: This is a one-tailed test or directional.

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Example 3. It has been claimed that 40% of qualified applicants passed in a particular job interview.
When a survey was conducted by a researcher of a certain company, it showed that 90 of 145
applicants passed the job interview. Test if the claim was larger at α = 0.05 level.
Null Hypothesis (Ho):
40% is the hypothesized proportion; hence you have the null hypothesis stated as
The proportion of qualified applicants in a particular job interview is 40%.
And it can be written in symbols as
Ho: p = 0.40
Alternative Hypothesis (Ha):
The word “larger” is synonymous to “greater” hence your alternative hypothesis will be,
The proportion of qualified applicants in a particular job interview was larger than 40%.
Or in symbols
Ha: p > 0.40
Since the word “larger” is used in the given problem, the symbol to be used in
alternative hypothesis is “ > “.
Note: This is a one-tailed test or directional.

IDENTIFYING APPROPRIATE TEST STATISTIC INVOLVING POPULATION

PROPORTION
Dealing with various problems or situations oftentimes leads toconfusion. In this section, take
note that problems involving proportions, unlike in population mean and sample mean, never use
terms such as “average” and “mean” but “percentage” instead. Let us first define what population
proportion is.

Population Proportion and Sample Proportion

Population proportion (p) is a part of the population with a particular attribute or trait expressed
as a fraction, decimal, or percentage of the whole population. In symbol:

Notice that in Matapat City, 10% (percentage is used) of the entire residents are senior citizen.
Therefore, the percentage of the senior citizen residents represents the population proportion or
percentage which makes p = 10% = 0.10.
Similarly, among these senior citizens, what percentage owns a cell
phone? That illustrates the sample proportion, in symbol 𝒑̂ (read as “p hat”) which is computed as
follows:

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 On the other hand, there are cases where we still need to calculate 𝒑̂.
Examples of these kinds are:
- “70 out of 200 residents are married.”
- “150 out of 500 listeners are interviewed.”
- “10 out of 1000 bulbs are defective.”
In this case, we need to solve for the value of the sample proportion 𝒑̂ (read as “p hat”).
Sample proportion (𝒑̂) is the ratio of the number of elements in the sample possessing the
characteristics of interest over the number of elements in the sample or n. It is computed by the
formula:

Illustrative Example:
For a class project, a Grade 12 STEM student wants to estimate the percentage of students in his
school who are registered voters. From 45% Grade 12 students, he surveys 500 students and finds
that 200 are registered voters. Determine the value of p and compute for the sample proportion.
Solution:
The population proportion is the rate or percent used from the entire Grade 12 students. Therefore:
Population Proportion, p = 45% = 0. 45 To find the sample proportion ( 𝒑̂), identify the ff:
Surveyed Grade 12 students = n = 500
Registered Grade 12 students = x = 200
Therefore, the sample proportion will be computed as follows:

Using the Central Limit Theorem in Testing Population Proportion

When testing situations involving proportion, a percentage, or a probability, the following
assumptions must be considered:
1. The conditions for binomial experiment are met. That is, there is a fixed number of independent
trials with constant probabilities and each trial has two outcomes that we usually classify as
“success” (p) and “failure” (q). The sum of p and q is 1. Hence, we can write p + q = 1 or
q = 1 – p.

2. The conditions np ≥ 5 and nq ≥ 5 are both satisfied so that the binomial distribution of sample
proportion can be approximated by a normal distribution with 𝜇 = 𝑛𝑝 and 𝜎 = √𝑛𝑝𝑞. (However, the

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specific number varies from source to source, some authors use 10 instead of 5 depending on how
good an approximation one wants.)
Likewise, the second assumption served as the basis to determine whether the sample size
from the population proportion is sufficiently large or not. Remember that this time, the condition that
sample be large is not nto be at “least 30” but it should satisfy the second assumption. For a large
size of sample proportions, the Central Limit Theorem (CLT) can be used. Bear in mind that if the
sample size is sufficiently large, then the mean of
the random sample from a population has a sampling distribution that is approximately normal, even
when the original distribution is normally distributed and n ≥ 30.

Now, let us check the assumptions from the previous situation:

1. It is evident that the responses have only two outcomes: “registered voter” (success) or “not
registered voter” (failure). Therefore, the first assumption is met.

2. To be able to satisfy the second condition, we find the hypothesized value of the population
proportion p = 0.45 while n = 500. To get q, q = 1 – p which makes q = 1 – 0.45 = 0.55.

Through substitution, it shows that the second assumption is also

met, since:
np ≥ 5 and nq ≥ 5
500 (0.45) ≥ 5 and 500 (0.55) ≥ 5
225 ≥ 5 and 275 ≥ 5

Since we have shown that np ≥ 5 and nq ≥ 5, all conditions are met where the sample size is
truly large enough to use CLT. In this condition, the test statistic to be used is the z-test statistic for
proportions denoted by Zcom or the computed z-value.

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III. Accompanying DepEd Textbook and Education Sites
Oable, N (2020). Statistics and Probability – Grade 11 Alternative Delivery Mode
Quarter 4 – Module 8: Solving Problems Involving Test of Hypothesis on
Population Mean First Edition, 2020
Abustan, MA (2020). Statistics and Probability – Grade 11 Alternative Delivery Mode
Quarter 4 – Module 9: Formulating Appropriate Null and Alternative Hypotheses on a
Population Proportion First Edition, 2020
Abulencia, J (2020). Statistics and Probability – Grade 11 Alternative Delivery Mode
Quarter 4 – Module 10: Identifying Appropriate Test Statistic Involving Population
Proportion First Edition, 2020

IV. Activity Proper

General Directions: In answering the exercises in the Learning Activity Sheet
(LAS), please be reminded not to write anything here. All answers must be written in a
separate sheet of paper. Read each problem carefully and answer it systematically. If a
solution is required, encircle your final answer.

Activity 1: Complete Me!

Direction: Fill in the blanks/boxes.

A researcher reports that the average IQ level of students in Philippine Science High School (PSHS) is
110. A sample of 20 students has a mean IQ level of 106 with a standard deviation of 9. At 5% level of
significance, test the claim that the IQ level of students in PSHS is 110.

Solution:
Given: 𝑥̅= ___ 𝜇 = 110 𝑠 = ___ 𝑛 = ___ α = ___ df = ___

Step 1: ____________________________________________________
𝐻𝑜: 𝜇 = 110 𝐻𝑎: 𝜇 ≠ 110

Step 2: Determine the test statistic, then compute its value.

Since n < 30, we will use_______________________.

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Activity 2: Please Correct Me If I’m Wrong!
Directions: On the first blank before each number, draw a happy face  if the pair of hypotheses is
correct and a sad face  if the pair is incorrect. If incorrect, write the correct ALTERNATIVE hypothesis
in symbols on the second blank.

_____, __________1. In a public market, 65% of the vendors preferred to use plastic over paper bags.
After the local ordinance was signed, 92 out of 120 randomly selected vendors preferred plastic over
paper bags. Does this indicate that vendors in that public market have less preference in using paper
bags? Use 0.05 level of significance.
Ho : p = 0.65
Ha : p < 0.65
_____, __________2. The school principal in a certain private junior high school claimed that 35% of
all students are in favor of the new PE uniform. A research teacher asked his students to verify the
claim. With this, 271 out of 400 randomly selected students agreed to the new PE uniform. Using α =
0.10 level, is there enough evidence to conclude that the percentage of students who are in favor of
the new PE uniform is different from 35%?
Ho : p = 0.35
Ha : p > 0.35
_____, __________3. A research found out that 5% of the senior high school students in a certain
school are working students. A researcher randomly selected 35 out of 300 students who are working.
Is there a percentage increase in the number of senior high school students who are working? Use
α = 0.01 level.
Ho : p = 0.05
Ha : p ≠ 0.05
_____, __________4. Before the national elections, 75% of the voters in a certain town said that they
preferred older senatorial candidates running for senatorial positions than younger candidates. After a
certain survey was conducted, 910 out of 1,300 randomly selected voters preferred older senatorial
candidates. Does this claim indicate that voters in that town have a greater interest in older candidates
than in younger ones? Use α = 0.05.
Ho : p = 0.75
Ha : p > 0.75
_____, __________5. A researcher claimed that 55% of elementary students would rather play than
read books during break time. Another researcher was assigned to verify the claim. He randomly
selected 300 students. Two hundred seventy-four (274) of them said they would rather play during
break time than read books. At 0.10 level, is there enough evidence to conclude that the percentage of
elementary students who would rather play than read books has changed to 55%?
Ho : p = 0.55
Ha : p < 0.55
Activity 3: Multiple Choice!

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V. Reflection:
I have learned that…
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Key to Solution

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Activity 3:
Activity 2:
Activity 1: